28.- INFORMACION POR SEGMENTO

According to the Sixth Form Colleges Association (SFCA), the 93 SFCs across England are ‘experts in 16-18 education’ offering ‘an extensive range of courses, both academic and vocational’ and specialised pastoral care. In 2014, more than 160,000 16-18 year olds were enrolled on a course at SFC with 90% studying for level 3 qualification at either A-level or equivalent (SFCA, 2014). Data obtained by the SFCA (2014) found that SFCs outperform

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other types of provider (SSF, academy sixth forms and GFECs) in measures such as better academic exam results, the percentage of students which progress onto HE and the percentage of students who are able to progress to more selective universities. SFCs achieve this whilst receiving less funding compared to the schools sector and academies.

The allocation of funding SFCs receive has a direct influence on the provision of qualifications and support offered to students. Funding has always been a concerning issue for SFC particularly since incorporation as they continue to ‘exist on the margins of the educational eco-system’ (Stoten, 2014 p. 858). Prior to incorporation SFCs were funded by local authorities; since then funds have been controlled by a series of governmental agencies. The ASCL (2010) removed SFCs from the FE sector and placed them back within the local authority with funding provided by Young People’s Learning Agency (Stoten, 2014).

Despite the differing funding bodies SFCs remain under-funded. A funding impact report was recently published by the SCFA (2015) which indicated that SFCs have experienced deeper budget cuts compared to other providers which is impacting the high quality provision they strive to offer. Entitlement funding cuts in 2011, used to provide tutorials, enrichment activities and additional courses was reduced from 114 hours per year to 30 hours with SFCs on average experiencing a 10% reduction in their programme funding. Furthermore, the 16- 19 funding formula introduced in 2013 and the reduction in funding for 18 year olds introduced in 2014 have contributed to further losses with some SFCs losing almost a third of their funding between 2011 and 2016 (Kewin and Janowski, 2015). The current Conservative government, led by Cameron has shown little interest in trying to address the funding equalities which exist between SFCs and other institutions. One example is the absence of a VAT refund scheme which is available to school and academy sixth forms but not to SFCs. According to the SFCA Survey (2015) this leaves the average SFCS with £317,964 less to spend per annum (Kewin and Janowski, 2015).

Since the submission of this thesis, it is likely that other funding proposals have subsequently been introduced however, the impact survey commissioned by the SFCA illustrates the funding plight which SFCs continue to experience. As discussed earlier in this chapter, the onset of incorporation encouraged many SFCs to consider practices geared to either compete or collaborate with other institutions to ensure survival. These practices continue to be evident today particularly SFC Consortia which demonstrate inter-institutional ties and networks to protect the survival of the colleges which comprise them (Stoten, 2014). Lumby et al (2002) write of the changing culture of SFC since incorporation as the sector has had to become more managerial. Private sector values which focus on funding and a dominance of managerial

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systems and processes have become a key focus along with an increase in market awareness where students are clients and customers of the sector.

The successive waves of government policy targeted at 16-18 education in terms of funding and qualification reform has resulted in many SFCs broadening both the subjects and qualifications they offer. Many now offer a mix of both academic and vocational study at level 3 such as BTEC qualifications. However, A-levels form the basis of their main educational provision as these qualifications are known, understood and valued and serve to make the provision of SFCs distinct from other providers (Lumby et al, 2002). As such the provision offered by SFCs is often regarded as a ‘niche’ market (Briggs, 2004, Stoten, 2014) because of the specialised delivery of 16-18 curriculum and the structured support available to students to achieve in this and progress on to HE (Lumby et al, 2002).

Generally, the curriculum offered within the SFC sector is dominated by A-levels in a range of traditional academic subjects such as mathematics, physics, history and English literature. Depending on the local needs of the students some SFCs offer the opportunity to re-sit GCSE English and maths, some supplement the core curriculum of A-levels with BTEC diplomas at level 3 such as those in business, media and health and social care (SFCF 2008a in Stoten, 2014). According to the Sixth Form College Forum (now known as the Sixth Form Colleges Association SFCA) ‘the guiding principles of the SFC curriculum are: continuity with school; the provision of different levels of study; the provision of breadth and the opportunity to specialise in subjects; stretch and challenge through high quality teaching and learning and enrichment activities. Students are supported by a pastoral system that guides them through the process of applying to university or employment. They typically study for 4 AS-levels in their first year and complete three full A-levels in their second year, often with an additional qualification through general studies of the Extended Project Qualification (EPQ)’ (SFCF 2008b in Stoten, 2014 p. 856).

As illustrated earlier, SFC are more vulnerable to changes in post 16 government policy due to their niche market offering A-levels as their ‘main product’ (Lumby et al, 2002, Stoten, 2014). However, as Lumby et al found, students (and their parents) value the cultural currency attached to A-level qualifications. Not only this, SFC have been responsive to government policy and have diversified their provision over the past twenty years, and despite comprising a smaller sector in comparison to GFECs and schools, they make a significant contribution to level 3 educational provision in England (Stoten, 2014).

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Despite SFCs being an under-researched sector of educational provision, the literature which is available consistently views SFC as distinctive in their provision and their position as a niche market which in itself offers a distinctive ethos and learning culture for students (Lumby et al, 2002, Briggs, 2004, Hodkinson and Bloomer, 2000, Stoten, 2014). This culture stems from the grammar school roots of SFCs which focus on high quality teaching and learning to enable high academic achievement (as discussed earlier in this chapter). The learning culture also embodies the ethos of the school sector, particularly their provision of pastoral care and the relationships established with parents (Stoten 2014b). How then does the institutional culture offered by SFC shape the learning of the students within it? Lumby et al’s research revealed that students’ reasons for studying at SFC was based on a culture choice as much as an academic choice. This is mirrored in the research of Hodkinson and Bloomer (2000) who found that students valued the positive culture for learning created within SFC. This notion of a learning culture and the context within which learning occurs in SFC will be explored further in the next chapter.